Please use this identifier to cite or link to this item: http://vpet.vtc.edu.hk/dspace/handle/999/361
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dc.contributor.authorChu, K. C.-
dc.contributor.authorLeung, Dennis-
dc.date.accessioned2017-05-18T03:22:57Z-
dc.date.available2017-05-18T03:22:57Z-
dc.date.issued2003-
dc.identifier.issn1071-6084-
dc.identifier.other<a class="btn btn-default" target="_blank" href="https://eric.ed.gov/?id=EJ905114">Full text on ERIC</a>-
dc.identifier.urihttp://hdl.handle.net/999/361-
dc.descriptionAvailable online pdf via ERIC-
dc.description.abstractIn the current economic situation, most academic institutions would like to plan new courses to increase enrollment. Often, these changes do not follow with a proportional increase in cost or staff numbers to the institution. For cost-efficiency reasons, a reduction in student contact hours is most desirable, providing that this can maintain the quality of the learning experience. Web-based teaching is a possible and economical solution to this problem. To implement Web-based teaching, the Department of Engineering of Hong Kong Institute of Vocational Education (Tsing Yi) set up an interactive virtual teaching (VT) system and another virtual laboratory (VL) system for the subject Logic System for students studying subdegree engineering courses. The developer built these interactive virtual teaching and laboratory systems, and the subdegree engineering students who used the systems provided valuable feedback. Actually, these nonstop systems can provide a multimedia learning environment to motivate students, promote a more active form of learning, offer more individualized and independent learning, and provide simulations of complex scientific processes that are less likely to be demonstrated in a normal class or laboratory. The feedback from students confirms that they like this innovative learning and working environment and feel encouraged to learn better in this way. The fact that students do not have real face-to-face learning and hands-on experience with the senses are the drawbacks of these Web-based teaching systems. Actually, VT or VL is not going to replace normal teaching or workshops. They can provide a complement to traditional classroom and laboratory resources. There is the trend for tertiary institutes to increase student enrollment but without adding any staff. In order to overcome this increasing student-staff ratio and maintain the teaching and learning quality, the authors suggest that universities or colleges could implement Web-based teaching and laboratory systems to reduce the workload of teaching staff and improve the learning outcome of the students. (Contains 3 figures and 1 table.)-
dc.publisherEpsilon Pi Tau-
dc.relation.ispartofJournal of Technology Studies-
dc.subjectFeedback (Response)-
dc.subjectIndependent study-
dc.subjectComputer assisted instruction-
dc.subjectLaboratories-
dc.subjectEngineering-
dc.subjectForeign countries-
dc.subjectLearning experience-
dc.subjectInternet-
dc.subjectEnrollment-
dc.subjectVocational education-
dc.subjectEngineering education-
dc.subjectCollege students-
dc.subjectMultimedia instruction-
dc.subjectStudent motivation-
dc.subjectEnvironmental education-
dc.subjectComputer simulation-
dc.subjectWeb based instruction-
dc.subjectVirtual classrooms-
dc.subjectHands on science-
dc.subjectExperiential learning-
dc.titleFlexible learning via web-based virtual teaching and virtual laboratory systems-
dc.typeArticle-
dc.identifier.doi10.21061/jots.v29i2.a.5-
dc.identifier.volume29-
dc.identifier.issue2-
dc.identifier.spage82-
dc.identifier.epage87-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptVocational Training Council-
Appears in Collections:Facilities and Technologies
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